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2025-08
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This capstone project explores how educators can create a welcoming environment for English Language Learner (ELL) families through culturally responsive and research-based family engagement practices. Grounded in Gay’s (2018) Culturally Responsive Teaching framework and supported by family involvement models from Epstein (2018) and Goodall and Montgomery (2014), the literature review identifies common barriers ELL families face, such as language differences, cultural differences, and systemic inequities. It also highlights strategies that validate families’ cultural knowledge and promote authentic school-family partnerships. Drawing from these empirical findings, the project includes the design of a two-part professional development (PD) workshop: one session for school staff and another for ELL families and community members. The PD aims to equip educators with practical tools to strengthen communication, increase inclusivity, and engage with families in asset-based ways, while also empowering families to support learning at home and navigate the school system. The concluding chapter reflects on the implications of this work for students, educators, and future research. The project concludes that meaningful family engagement is essential to academic and social-emotional success for ELLs and must be embedded into school culture through consistent, collaborative, and culturally responsive practices.